Musicalizar para incluir: a educação musical na perspectiva da educação inclusiva

Abstract

The objective of this study is to verify the possibility of applying principles and concepts of special music education in specialized institutions and music therapy in regular education. The main focus of this proposal is to reflect on how music education, through music and its elements, which can contribute to the contemporary school context, especially if it makes use of precepts and conceptions of special music education and music therapy in the different school benches. Therefore, a bibliographic research was carried out, pointing to one of the nodes of contemporary education, the Inclusion Law, which is still considered one of the main challenges of Brazilian regular education. It started, then, from a study of music in education, moving on to music therapy and, later, to special music education. Analyzing the results of this bibliographic study, this topic was discussed with emphasis on the authors: Gainza (1964); Hanser (1987); Benenzon (1988); Gainza (1988); Wolf (1988); Nisenbaum (1990); Ruud (1990); Paulo Freire (1996); Bruscia (2000); Goodrich & Magalhães (2002); Sekeff (2002); Swanwick (2003); Fonterrada (2005); Loureiro (2006); Gonzalez & Branco (2007); MEC (2007); Pacheco (2007); Tessaro (2007); MEC/SEESP (2008); Muszkat (2010); Gomes (2011); Fagliari (2013); Vicenssi (2015); Freire (2019); and, from which, the researcher resumed manuscripts and reflections produced over the years of his work, with students with disabilities and/or global developmental disorders. Thus, the research is an attempt to highlight music education as a possibility in inclusive processes under a specialized educational bias, making use of therapeutic precepts that will be addressed in this study.